From reminiscing to reading: Home contributions to children’s developing language and literacy in low-income families

In this study, the relations among a range of literacy-related home practices and children’s acquisition of language and literacy at the outset of preschool are examined in a sample of linguistically diverse children from low-income families in the United States. Specifically, the study focuses on s...

Full description

Saved in:
Bibliographic Details
Published in:First language 2013-02, Vol.33 (1), p.89-109
Main Authors: Sparks, Alison, Reese, Elaine
Format: Article
Language:English
Subjects:
Achievement Tests
Coding
Correlation
Emergent Literacy
Family Environment
Intelligence Tests
Interviews
Low Income
Massachusetts
Mothers
Parent Child Relationship
Peabody Picture Vocabulary Test
Preschool Children
Questionnaires
Regression (Statistics)
Semantics
Statistical Analysis
Story Reading
Teaching Methods
Verbal Ability
Vocabulary
Wide Range Achievement Test
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In this study, the relations among a range of literacy-related home practices and children’s acquisition of language and literacy at the outset of preschool are examined in a sample of linguistically diverse children from low-income families in the United States. Specifically, the study focuses on sources of variation found in mother–child conversations while reminiscing and book sharing, in frequency of book reading, in parent use of strategies to teach print skills, and in the child’s interest in shared book reading. Mothers’ elaborative forms of talk during reminiscing about behavior-related events were linked to children’s semantic and print knowledge. Child interest in storybook reading was related to their emerging literacy skills but not to language.
ISSN:0142-7237
1740-2344
DOI:10.1177/0142723711433583